全文获取类型
收费全文 | 2969篇 |
免费 | 45篇 |
国内免费 | 5篇 |
专业分类
教育 | 2108篇 |
科学研究 | 233篇 |
各国文化 | 41篇 |
体育 | 356篇 |
综合类 | 6篇 |
文化理论 | 75篇 |
信息传播 | 200篇 |
出版年
2023年 | 27篇 |
2022年 | 56篇 |
2021年 | 84篇 |
2020年 | 121篇 |
2019年 | 180篇 |
2018年 | 225篇 |
2017年 | 216篇 |
2016年 | 193篇 |
2015年 | 130篇 |
2014年 | 152篇 |
2013年 | 624篇 |
2012年 | 179篇 |
2011年 | 118篇 |
2010年 | 91篇 |
2009年 | 77篇 |
2008年 | 68篇 |
2007年 | 64篇 |
2006年 | 47篇 |
2005年 | 43篇 |
2004年 | 40篇 |
2003年 | 29篇 |
2002年 | 45篇 |
2001年 | 24篇 |
2000年 | 17篇 |
1999年 | 10篇 |
1998年 | 17篇 |
1997年 | 9篇 |
1996年 | 15篇 |
1995年 | 9篇 |
1994年 | 8篇 |
1993年 | 7篇 |
1992年 | 10篇 |
1991年 | 9篇 |
1990年 | 12篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1964年 | 2篇 |
1963年 | 3篇 |
1960年 | 3篇 |
排序方式: 共有3019条查询结果,搜索用时 31 毫秒
991.
Sara Isabel Moça Ramos António Manuel Valente de Andrade 《Education and Information Technologies》2016,21(3):625-641
Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical practices adopted for students who are blind or partially sighted. This study focuses on Portuguese reference schools for the education of blind and partially sighted students, regulated by the Decree-Law No. 3/2008, in which are concentrated the human and material resources that can offer an educational response with quality for these students with special education needs. The study intends to analyse the perceptions of the teachers, who teach visually impaired students in middle school and secondary school education in these reference schools, of their knowledge, teaching and training in the area of ICT, as well as of the real ICT integration in the teaching and learning of these students. A survey, which has been applied to these teachers in the 2012/13 school year, was adopted as a method of data collection. The results reveal a sample confident in their technological capabilities, however with little resourcefulness in some tools and software specific to the area of visual impairment and a very significant number of teachers ignoring many of these. The implementation of ICT with students who have visual disabilities is lower compared with the sighted students. The lack of specific training is considered to be the main obstacle for teachers, with regard to the real integration of ICT in the teaching and learning of these students. 相似文献
992.
Sigrún Hulda Steingrímsdóttir Sigríður Halldórsdóttir 《International Journal for Educational and Vocational Guidance》2016,16(2):251-274
The purpose of this phenomenological study was to explore people’s experience of reduced working capacity and their encounters with professionals in that life situation. We collected data through in-depth interviews with eight individuals. The main finding of the current research is how illness and accident impairing work capacity exacerbate vulnerability during the recovery process as people experienced uncertainty, depression, anxiety, social isolation, fear and stress. We conclude that counseling and support from respectful, professional, caring and human professionals is extremely valuable in such a context. 相似文献
993.
Rafael Burgueño Alvaro Sicilia Jesús Medina-Casaubón Manuel Alcaraz-Ibañez María-Jesús Lirola 《Journal of Experimental Education》2019,87(1):89-100
Our objective was to test the factorial validity of the different versions (TSES-24, TSES-12, and TSES-11) of the Teacher's Sense of Efficacy Scale in Spanish preservice teachers'. The participants were 358 preservice teachers. The confirmatory factor analysis showed inadequate fit indexes for both TSES-24 and TSES-12 but adequate fit indexes for TSES-11, which was invariant across gender. The reliability analysis showed appropriate values. The global factor for teachers' sense of efficacy and the three factors that constitute it positively predicted intrinsic motivation and life satisfaction. The global factor for sense of efficacy and the classroom management and student engagement factor negatively predicted amotivation. The results support the use of the TSES-11 three-factor model, rather than TSES-24 or TSES-12, for Spanish preservice teachers. 相似文献
994.
María Luz Callejo 《Educational Studies in Mathematics》1994,27(1):1-33
Resumé Cet article voudrait aborder un thème précis: l'emploi des représentations graphiques dans les comportements de recherche de problèmes de type Olympiades. Pour ce faire, nous utiliserons deux voies complémentaires: l'étude des copies des participants aux Olympiades Mathématiques Espagnoles (OME) et l'observation des membres d'un Club mathématique constitué dans le but de développer notre recherche. L'analyse des copies des OME a montré l'importance du choix et de l'interprétation de la première repésentation graphique dessinée, pour la réussite ou l'échec de la résolution d'un problème posé, c'est pourquoi nous avons essayé d'apprendre aux participants du Club mathématique à réfléchir aux stratégies de résolution et à réagir de manière critique contre les réflexes dûs aux conditionnements scolaires.
Graphic representations in problem solving: a training program for students on a Mathematical Club
The article looks at the use of graphic representation in problem-solving tasks of the type set in the Olympiads from two different points of view. Firstly, an analysis of the answer sheets of participants in the Spanish Mathematical Olympiads (OME), and secondly the observation of the members of a Mathematics Club brought together to help with the investigation. The analysis of a sample of answer sheets shows that the choice and interpretation of the first graphic representation drawn in the problem-solving process plays a decisive role in the discovery of the solution. As a result, a training programme has been established for the members of the Mathematics Club to help them consider the strategies used in problem-solving tasks and to help them approach these tasks in a more critical manner than is expected in a normal school environment.相似文献
995.
996.
Nóirín Hayes 《International Journal of Early Years Education》2018,26(3):220-232
The current future-focused, outcomes driven early childhood policy climate presents a danger that early years pedagogy will lose sight of the ‘present’ child. Increasingly policy support for early childhood education is built around an emphasis on preparing children for school and positioning it as a key element in enhancing society through preparing future citizens to become productive members of society. The measurable outcomes discourse, in emphasising product, renders invisible the critical contribution of the processes of everyday practice to children’s development. To challenge and counteract the strong outcome discourse early years professionals must have confidence in their pedagogy. However, research suggests that those working in the early years may lack the language and strategies for supporting their educational practice. Using the bio-ecological model of development and drawing on the capabilities approach this paper calls for a shift in policy and pedagogical discourse from measuring competencies towards enhancing capabilities, from assessing outcomes towards providing rich, day-to-day learning opportunities. Such a shift in narrative could weaken the neo-liberal, outcome language of early childhood policy and refocus on supporting an early childhood pedagogy that would explicitly reflect current understanding of what is most beneficial to children’s development and well-being and provide a powerful potential for change. 相似文献
997.
998.
José Luis García Garrido 《Prospects》1989,19(3):361-368
where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries. 相似文献
999.
Adela García-Aracil 《Higher Education》2007,53(4):431-455
This paper examines the composition of the gender earnings gap among young European higher education graduates, with a particular
focus on competencies controlling for individual background and job characteristics. The results show that much of the female
worker’s earnings advantage can be explained by job characteristics. With respect to the competencies required at current
jobs, we find that foreign language proficiency and computer skills play a large role in explaining part of the female earnings
advantage. Additionally, estimation results by each one of the countries included in the analysis show that gender earning
gaps are disparate in size as well as in composition. 相似文献
1000.
Mathematics education and learning disabilities in Spain 总被引:1,自引:0,他引:1
In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving. 相似文献